Articles

Application of Artificial Intelligence (AI) in Learning among Pre-service Teachers at Thu Dau Mot University: Current Status, Opportunities, and Challenges in the Context of Digital Transformation

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In the context of digital transformation in higher education, artificial intelligence (AI) is increasingly being utilized by pre-service teachers to support their learning. This study aims to analyze the current status, opportunities, and challenges of AI application at Thu Dau Mot University. A mixed-methods approach was employed, including a survey of 412 students and semi-structured interviews with 3 lecturers, 2 administrators, and 5 students.

The findings indicate that AI is widely used for information retrieval, learning support, and content generation, thereby enhancing learning effectiveness, fostering self-directed learning, and enabling personalized learning processes. However, several challenges remain, including over-reliance on technology, insufficient information evaluation skills, and risks related to academic integrity.

Based on these findings, the study proposes several recommendations to improve the effective integration of AI in teacher education, contributing to meeting the demands of digital transformation in higher education.

A Conceptualized Framework of Ethical and Responsible Use of Artificial Intelligence Tools in Higher Education Ecosystem

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This study presents results of a systematic literature review (SLR) of the responsible use of artificial intelligence (AI) tools in higher education, identify patterns of ethical and irresponsible use, and propose a conceptual framework for predicting ethical AI adoption. Following PRISMA guidelines, was conducted on 60 peer-reviewed studies published between 2022 and 2026, sourced from Google Scholar. Studies were mapped against four research questions addressing AI tools used, their applications, reported unethical practices, and predictive modelling approaches. Results reveal that general AI, generative AI tools, and large language models dominate higher education contexts, primarily deployed for personalized learning, academic work, and teaching. Irresponsible practices were documented in one-third of studies, including academic integrity breaches (13.33%), algorithmic bias,  and privacy violations. Critically, no existing study developed a real-time predictive model capable of monitoring ethical AI use, despite four studies demonstrating predictive modelling capabilities for other purposes. This study addresses a significant gap by proposing a novel conceptual framework that integrates AI tool deployment, user behaviour, governance measures, and predictive analytics to forecast ethical outcomes. The framework provides higher education institutions with a pathway toward data-informed, proactive governance of AI technologies.

The Role of Technical Drawing in Enhancing Vocational Skills within Higher Education Programs (A Case Study of the Civil and Hydrotechnical Departments, Construction Faculty, Jawzjan University)

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Technical drawing is a fundamental component of engineering and technical education, serving as an essential foundation for engineers, architects, and vocational professionals. It plays a critical role in developing spatial thinking, graphical literacy, and vocational competencies required for effective learning and professional practice in technical fields. This study aims to examine the importance of technical drawing in higher education curricula and its role in enhancing vocational skills and spatial cognition among university students. The research is applied in purpose and adopts a descriptive–analytical design. The statistical population consists of 70 undergraduate students enrolled in 2025 from the Industrial Construction, Civil Engineering, and Hydrotechnical Construction departments of the Faculty of Construction at Jawzjan University. Data were collected through educational document analysis and structured questionnaires, and subsequently analyzed using descriptive statistics and graphical representations. The findings reveal that prior exposure to geometry, trigonometry, and other graphical subjects at the secondary school level, as well as achieving high scores in the national university entrance examination (Kankor), significantly influence students’ performance in technical drawing courses. Students with adequate graphical preparation demonstrate stronger learning outcomes, while those lacking such preparation face noticeable difficulties. Moreover, the results indicate that technical drawing education contributes substantially to the improvement of vocational skills, spatial thinking, and students’ engagement in practical activities. The study concludes that effective instruction in technical drawing plays a vital role in enhancing the quality of technical and vocational education. The integration of modern educational technologies, along with strengthening students’ foundational knowledge before entering higher education, significantly improves learning outcomes. Therefore, technical drawing should be regarded as a core subject in technical curricula and continuously updated to meet the demands of the contemporary technological era.

Theoretical Issues in Developing Scientific Research Competence in Higher Education

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In the context of higher education reforms oriented toward competency development and the strengthening of research elements in academic training, developing scientific research competence among students has become an urgent requirement. Engagement in scientific research activities enables students to cultivate scientific thinking, self-directed learning abilities, and creativity. This paper analyzes fundamental theoretical issues related to the development of scientific research competence for students in higher education. Based on a synthesis of domestic and international studies, the article clarifies key theoretical aspects, including the definition and structure of scientific research competence, major theoretical approaches to competence development, and factors influencing the formation and enhancement of students’ scientific research competence. The findings contribute to theoretical foundations for guiding instructional design and building academic environments that promote research-oriented thinking in contemporary higher education.

Adaptive Work Discipline in the Digital Era: The Roles of Work Climate, Job Satisfaction, and Work Culture in Higher Education Institution

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The transformation of work landscapes due to digitalization and post-pandemic dynamics demands organizations, including higher education institutions, to create a conducive, satisfying, and positive work environment in order to support employee discipline. This study aims to analyze the influence of work climate, job satisfaction, and work culture on the work discipline of employees at Pancasakti University, Tegal. This quantitative research involved a population of 139 employees, with a sample of 58 respondents selected through proportional random sampling. Primary data were collected using a Likert-scale questionnaire and analyzed with multiple linear regression. All data processing and statistical analyses were conducted using SPSS version 23. The results indicate that work climate, job satisfaction, and work culture significantly influence work discipline, both partially and simultaneously, contributing 83.1% to the variance of work discipline. These findings emphasize the importance of improving work climate, enhancing job satisfaction, and strengthening work culture as strategies for promoting employee discipline in higher education institutions, especially in the context of flexible and technology-based work practices.

The Impact of AI on The Learning Habits of HEI Students

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The old paradigms of education are being disrupted as a result of the growing incorporation of artificial intelligence (AI) technology into higher education institutions (HEIs). The purpose of this study is to evaluate the influence that artificial intelligence-driven tools and platforms, such as adaptive learning systems, intelligent tutoring systems, automated feedback mechanisms, and AI-based content recommendation engines, have on the behaviour of students who are enrolled in higher education institutions. The research finds major changes in students’ study behaviours, time management, and learning preferences. This is accomplished via the use of a mixed-methods approach, which combines quantitative surveys and qualitative interviews with undergraduate and postgraduate students from a wide range of academic fields. The findings indicate a trend towards learning experiences that are more personalized, autonomous, and on-demand. This transition is made possible by the ability of artificial intelligence to analyse individual learning patterns and present information that is suited to those patterns. An over dependence on artificial intelligence, a decrease in critical thinking, and digital exhaustion are some of the concerns that are brought to light by the study. The final section of the study emphasises the importance of integrating artificial intelligence in a way that is balanced, so that it may improve learning outcomes while maintaining cognitive engagement and academic integrity.

Financial Governance in Africa In the Digital Age: Financial Governance of Academic Institutions

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This article explores the impact of digital transformation on financial governance in academic institutions in Africa. It begins by examining key theories related to digital transformation and financial governance, including agency theory and shareholder value theory. The article then analyzes the benefits of digitalization, such as improved efficiency, transparency, and optimization of financial processes, while also addressing challenges like resistance to change and data security. It also highlights existing gaps in the digital financial governance of academic institutions, including data management and the need for digital skills. Finally, the article offers recommendations to overcome these obstacles and fully leverage the advantages of digital transformation to strengthen financial stability and transparency in African academic institutions.

Accreditation and Quality Assurance in World-Leading Universities

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Accreditation and quality assurance mechanisms play a critical role in ensuring the standards of higher education globally. In world-leading universities, these processes ensure that academic programs meet established criteria of excellence, facilitating global recognition, trust in academic credentials, and continuous institutional improvement. This paper explores the accreditation and quality assurance frameworks that govern some of the most prestigious universities in the world, analyzing how they are applied, their impact on the academic landscape, and the challenges and opportunities they present for both institutions and students. Using case studies from the United States, United Kingdom, and other regions, this research examines the varying approaches to quality assurance, while highlighting the global trends shaping the future of higher education governance.

Understanding the Present Scenario of Women in Higher Education of Purba & Paschim Medinipur District

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The global discourse on women’s participation in higher education has gained momentum, signifying a shift towards greater gender inclusivity in educational institutions. Even with significant advancements, there are still gaps in access to and involvement in higher education, especially in areas with socioeconomic difficulties like the Indian districts of Purba and Paschim Medinipur. In this sense, the importance of higher education in influencing socioeconomic growth and empowering individuals is crucial. But a variety of obstacles, like as societal and cultural norms and institutional impediments, prevent women in these regions from pursuing higher education. It is important to comprehend the current state of women’s involvement in higher education in the Purba and Paschim Medinipur districts in order to pinpoint gaps and develop focused solutions. Through an analysis of women’s college establishment trends and enrolment patterns at different levels, this study seeks to understand the current state of women’s involvement in higher education in these districts. The study indicates that despite progress, there are still gender differences in literacy and educational attainment, which adds to the reliance and oppression of women. Comprehensive approaches, such as institutional initiatives, community-based activities, and legislative interventions, are required to address these difficulties. Affirmative action guidelines, grants, gender awareness campaigns, mentorship programmes, and community service projects are among the suggestions. Policymakers, educational institutions, and communities can create inclusive and equitable higher education systems by putting these methods into practice. This will help women reach their full potential and make valuable contributions to society.